Zenande Matiyela

ST10127373

TISS7411 POE

Mr. A, Sekgobela

Group 2
 Activity 1 (Part One):

Activity 1:
History education in South Africa has undergone a major shift in recent years with the
introduction of the principles of Africanization and Ubuntu into the curriculum content. This
shift has been driven by the need to decolonize the curriculum and ensure that the experiences
and perspectives of the African majority are represented. This paper will critically analyze
traditional pedagogical approaches to history education and discuss the need for an Ubuntu-
based pedagogical approach in the current South Africa.
Africanization is the process of reclaiming, validating, and integrating African viewpoints,
knowledge, and experiences into education, according to the principles of Ubuntu. Ubuntu, a
core idea in African philosophy, places an emphasis on people's connections to one another,
their sense of community, and their humanity. Both ideas aim to counteract the educational
system's Eurocentrism and support a multicultural and inclusive attitude.
In the CAPS document, the minister of education states that our national curriculum is the
result of seventeen years of struggle to reform the apartheid-era curriculum. In grade 6 ,
learners are provided with a CAPS-focused topic of South Africa became a democracy for the
first time in 1994 after many years of struggle against apartheid, this goes hand in hand with
outcomes-based education to overcome the curricular divisions of the past stated in
Department of Basic Education (2011).

Comparison of Pedagogical Approaches:

In the past, South African history lessons frequently upheld a Eurocentric perspective while
marginalizing African history and experiences. Without taking into account the contributions
and viewpoints of indigenous peoples, it strengthened the hierarchical connection between the
colonizer and the colonized. Students' perception of their own identity, culture, and heritage
was constrained by this method.
In contrast, the Ubuntu-based approach to education recognizes and values different cultural
perspectives, including indigenous knowledge systems. It encourages students to connect with
their own history and culture and promotes pride, identity and social cohesion. This approach
creates an inclusive and participatory learning environment that emphasizes critical thinking,
dialogue and empathy.
Understanding Ubuntu-based pedagogy:
Ubuntu-based pedagogy embraces Ubuntu principles and promotes values such as respect,
empathy and social responsibility. It also recognizes the interconnectedness of individuals and
the importance of collaboration in learning. This pedagogical approach encourages dialogue,
collective problem-solving and mutual respect in the classroom. The curriculum has often been
seen as a tool to perpetuate colonial ideologies and reinforce the superiority of European
culture.
Ubuntu-based pedagogy combines experiential learning, storytelling and oral traditions to
make knowledge accessible and relevant for students. This pedagogy encourages students'
active engagement, reflection and application of what is learned in real-life contexts. This
approach recognizes that there is more than one way of knowing and encourages students to
challenge dominant narratives and perspectives.
Changes needed in history education:
The Ubuntu-based pedagogical approach to social science education offers a number of
advantages in the South African context. First, it can enhance students' sense of identity and
belonging and promote social cohesion and nation-building. By recognizing diverse
perspectives, it can challenge stereotypes, discrimination and prejudice and promote social
justice and inclusion. Furthermore, Ubuntu-based pedagogy enables critical analysis of
historical events from multiple perspectives. It encourages students to question power
dynamics, colonial legacies and social injustices. For example, when studying apartheid,
students can examine the experiences of different racial and ethnic groups and analyze the
impact of policies and resistance movements.
An Ubuntu-based approach also encourages active citizenship and social
responsibility.Itencouragesstudentstobecomeagentsofchangeintheircommunitiesbyengagingth
eminproblem-solvingprocessesbasedondialogue, empathy and collaboration. For example, they
can research current social issues such as poverty and environmental degradation and develop
innovative solutions based on Ubuntu principles. Ubuntu-based pedagogy emphasizes the
importance of collaboration, community and social responsibility in the classroom. This
approach aims to create a supportive and inclusive learning environment that values each
student's unique experiences and perspectives.
In Ubuntu-based classrooms, students are encouraged to collaborate, share ideas and
perspectives, and support each other. Teachers play a facilitative role and encourage students
to think critically and problem solve. This approach prioritizes students' needs and experiences
and aims to create an inclusive and collaborative learning environment. Traditional pedagogies
in South African history education have been heavily criticized for perpetuating colonial
ideologies and reinforcing the superiority of European culture. To address these issues and
ensure that the curriculum reflects the experiences and perspectives of the majority of African
people, a shift to an Ubuntu-based pedagogical approach is required. For example, traditional
approaches have often focused on the achievements of European leaders and the colonial
conquest of Africa. In contrast, the Ubuntu-based approach prioritizes the experiences of the
majority of African people and aims to emphasize the resilience and strength of African
societies in the face of colonialism.
Another example is the use of case studies and primary sources in the classroom. Traditional
textbooks often present a one-sided view of history that focuses on the achievements of
European leaders and ignores the experiences of the majority of African people.
The Ubuntu-based approach brings together a range of primary sources, including oral history
and traditional knowledge, to provide a more comprehensive and nuanced view of history. In
contrast, the content of the current curriculum is more inclusive and reflects the experiences
and perspectives of the majority of African people. The principles of Africanization and Ubuntu
have been incorporated into the curriculum, with a focus on the role of African culture in
shaping history and the importance of social responsibility.
Conclusion:
In the current South African context, an Ubuntu-based pedagogical approach to teaching the
social sciences is important for promoting inclusive, culturally relevant and socially
transformative education. By combining the principles of Africanization and Ubuntu, this
pedagogy can develop in students a positive identity, critical thinking and a sense of social
responsibility. It encourages students to engage with their history, challenge dominant
narratives and contribute to a just and equitable society. By incorporating Ubuntu principles
into education, South Africa can develop socially conscious citizens who actively work towards a
more cohesive and inclusive future.
Imagine experiencing the beautiful life in your kingdom
The great Inyanga said.
‘The princess is missing something and you must deliver it to the king. When you were
walking in the field, you found a golden rhino. It has power. Does it belong to the princess?
Or do you have to give it to the King?
 Write a short story:
Write 100-150 words about your experience and what you will do next.
  Things to think about:
Mapungubwe's Significance (what it means)
How trade exists and what is traded.
Climate
Look at the cartoon and think about what products you could make for the King.
Remember you get extra marks for creativity!!!!!
 Activity 2:

The IIE Lesson Plan Template

STUDENT INFORMATION
STUDENT NAME Zenande Matiyela
STUDENT NUMBER ST10127373
QUALIFICATION B.Ed Intermediate Phase
YEAR OF STUDY BEI4

LESSON INFORMATION

A. Lesson Details
GRADE Grade 6
SUBJECT (CAPS) Social Sciences (History)
TOPIC Democracy and Citizenship
DATE OF LESSON 14 June 2023
NUMBER OF LEARNERS 40 learners
DURATION OF LESSON 60 Minutes

B. Caps-Specific Focus
CAPS SPECIFIC FOCUS (link here) Rights and responsibilities of citizens in a
democracy
REFERENCES Department of Basic Education (2011).
Eg: Department of Basic Education (2011). Curriculum Curriculum and Assessment Policy
and Assessment Policy Statement (CAPS), Grades 4-6
Statement (CAPS), Grades 4-6
Mathematics. Retrieved…. from
http://www.thutong.doe.gov.za. p. Mathematics. Retrieved…. from
http://www.thutong.doe.gov.za.

C. Summary of the content to cover

Briefly describe ‘what’ content you need to cover. This will inform the lesson objectives and
choice of teaching strategy.

Students will study the life of OR Tambo and focus on the events that happened in
his life.
They will look at the rights and responsibilities of citizens in a democracy and the
role of the leader OR Tambo and how this South African leader has contributed to
our democracy.

D. Lesson Objectives
List the objectives for this specific lesson below. Use the verbs from Blooms Taxonomy to frame
your objectives.
1. By the end of this lesson, learners will be able to…
 Define Rights and Responsibilities.
 Identify key elements in the O, R Tambo case study.
 Complete an activity based on the content taught.
E. Curriculum Integration (if relevant)
Briefly describe how this lesson integrates content, skills or knowledge from other areas of the
curriculum (if relevant).
This lesson will be integrated with English when I am defining new keywords like ‘’Democracy’,
‘Citizenship’ or any other keywords that will be covered in this lesson.

F. Rationale for Lesson Design

Consider the following questions and write a paragraph that responds to these questions in the
space provided below:

1. How does the knowledge of this topic inform choices for learning design?
• What is the main idea/s and most important things to know about this topic?
• What ways of thinking and doing are important for learning this topic?
• How do these inform the design of learning tasks and sequencing of lesson steps?
2. How do learners and their diversities inform choices for lesson design?
• How have you considered the learning support needs in this class?
• How have I ensured that all learners may participate and learn?

3. How do opportunities in this context inform choices for lesson design?

• What possibilities and constraints have I considered?

 Knowledge of this topic serves as the basis for the choice of learning design by
ensuring that learners know the rights and responsibilities in a democracy and
then the key events that enable them to understand and engage with the
content.
 The most important things learners need to know are the rights and
responsibilities in a democracy and who the South African leader is and what role
he has played in South Africa. Thinking and doing are important in this topic
because learners have to memorize the history of South Africa through a short
story, answer questions and even make presentations and timelines about the
South African leader

 The learning tasks and sequencing of the lesson steps allow learners to first learn
about the rights and responsibilities in a democracy before gaining insight into the
life of the leader
 Learner participation is ensured through independent reading of the information
and answering open questions as well as whole class discussion.
 The possibilities and limitations that may arise are that some learners may find
the content boring and lose interest throughout the lesson and only pay attention
when questions are asked, and that learners may take longer to answer questions
and understand what is being asked of them.

G. Teaching and learning strategies

 Select the teaching strategies you will Justify your choice/s of teaching strategy/s below
employ that are suitable for each phase of by explaining the strategy (with references) and
your lesson, for your content and context. how this strategy will be used in this specific
Note: You can select more than one strategy for lesson plan.
each phase. Delete if more than one strategy is
not required in each phase.
Introduction: Select Discussion: I will be using this teaching
here strategy when I am checking the learners’
prior knowledge of the content that will be
covered during the lesson.
Teaching and Learning Phase: Direct Instruction: This strategy will be used
Select here when I am reading the short story about O.R
Tambo to the learners and when I am
explaining the content.
Inquiry-based learning: I will use this strategy
when I am asking learners questions about
the content that is being taught, to check
their understanding and to check if the
learning objectives are being reached.

Conclusion: Select Cooperative learning: This strategy will be

here used when I am asking learners if they have
any questions regarding the topic that was
taught in class.
Direct Instruction: I will use this strategy
when I am introducing the next topic that will
be done during the next lesson.
H. Lesson Phases
Phases Write, in detail, every element/step of your lesson for each phase.Include Resources
time on task for each phase.
Required
Lesson Hook Strategies to Launch Learning Platinum Grade 6
Lesson introductions Social Sciences
I will start by showing learners a picture of O, R Tambo and I will ask textbook
learners if they can identify the person in the picture, I will then tell Picture of O, R
Tambo
them that the person in the picture is O, R Tambo, and after that, I
will ask learners to tell me anything they know about O, R Tambo.
This will allow me to check their background knowledge and this
will give me a direction as to how to proceed with the lesson.
Picture of O, R Tambo:

I will start by explaining the basic concepts of democracy and Platinum Social
citizenship to the learners so that they get a basic idea of what the Sciences Grade 6
lesson will be focusing on. textbook
Definition of democracy: It is a form of government in which Whiteboard
Whiteboard
power is held by the people.
marker
I will then explain that in a democracy people have certain rights
Notebook
and responsibilities, and I will ask learners to name some of the Pen
rights that they know. I will explore the rights and responsibilities of Worksheet
citizens in a democracy, focusing on areas such as freedom of Teacher’s notes
speech, the right to vote, access to education and healthcare, and Poster
participation in decision-making processes.
I will write the following definition on the blackboard: "Rights are
things to which citizens are entitled, whether they agree with
them or not. Responsibilities are things that citizens are expected
to do in order to maintain a fair and just society."
Learners will be given a worksheet that has a short story of Oliver
Tambo, It will be a short case study that has the basic background
information about O, R Tambo. I will first read the case study alone
and for the second time, I will read if will the learners that way I will
be involving them in the teaching and learning process. Learners
will be required to paste the worksheet in their notebooks.
The worksheet that learners will be given will have the following
notes:
Oliver Tambo was a prominent anti-apartheid activist who was
president of the African National Congress (ANC) from 1967 to
1991. He was born in Bizana, Eastern Cape, in 1917 and studied
law at the University of Fort Hare. After being expelled from the
university for taking part in anti-government protests, he moved
to Johannesburg and continued his law studies.

In the 1940s, Tambo became involved in the ANC's Youth League

and quickly rose to become one of the organization’s most
influential leaders. He was a key figure in the Defiance Campaign
of 1952, in which thousands of black South Africans refused to
obey discriminatory laws and were arrested for doing so.

After the Sharpeville Massacre, in which police killed 69 protesters

demonstrating against passport laws that required black South
Africans to carry identification papers, Tambo went into exile in
1960. He spent the next three decades living in various countries,
including Britain, Egypt, and Swaziland, where he continued to
work for the ANC and champion the cause of liberation.

Although he lived in exile, Tambo remained a powerful force

within the ANC and played a crucial role in the organization’s
negotiations with the South African government in the 1990s. He
passed away in 1993, but his legacy lives on as a symbol of
resistance and hope for millions of South Africans.
I will briefly discuss the Rights and Responsibilities with the
learners. I will also have a poster that had some of the rights and
responsibilities, which I will put up on the board. I will also ask
learners to tell me some of the rights and responsibilities that they
can think of. I will also ask them to create some rules that they
think a teacher can use in the classroom.
Poster of Rights and Responsibilities:
Learners will be given an activity that they will have to complete in
class.
22 Powerful Closure Activities Notebook
I will ask learners if they have any questions regarding the content Pen and ruler
taught or if they have any complaints. I will then inform learners Whiteboard
about the next topic that we will be focusing on next. Whiteboard
marker
Poster

Learners will be asked questions based on the case study that they were given, and
the poster that was pasted on the board.

Worksheet:
Activity 1 (Individual work):
1. When was O, R Tambo the president of the ANC? [1]

2. What does ANC stands for? [1]

3. Where was O, R Tambo born? [2]

4. Define Rights and Responsibilities. [2]

5. Write 4 (four) rules that the teacher can use in the classroom. [4]

Activity 2 (Group work): [10]

In groups of 5 (five) write a letter to O, R Tambo stating your gratitude for having
fought for freedom. Describe some of the things that you are able to enjoy now
because of that freedom. Explain Rights and Responsibilities according to your
knowledge.

Memorandum:

Activity 1:

1. When was O, R Tambo the president of the ANC? [1]

1967 to 1991
2. What does ANC stands for? [1]
African National Congress
3. Where was O, R Tambo born? [2]
He was born in Bizana, Eastern Cape, in 1917
4. Define Rights and Responsibilities. [2]
Rights are the things to which citizens are entitled, whether they agree
with them or not.
Responsibilities are things that citizens are expected to do in order to
maintain a fair and just society. (Answers do not have to be the same as
mine as long they write something along the line)
5. Write 4 (four) rules that the teacher can use in the classroom.
Learners can right any rules as long as they are applicable in the classroom.
 Reference List:

Ajani, O.A., 2021. Curriculum and Assessment Policy Statement (Caps) Document: The
Challenges and Limitations to Its Effectiveness in South African Schools. African Journal of
Development Studies, 11(3), p.77.
Drake, M., Dreyer, J., Maposa, M., Iyer, L., Mays, T., Segoe, B and Wasserman, J. 2017. Teaching
Social Sciences: Intermediate and Senior Phases
Encyclopedia Britannica. 2020. Oliver Tambo. [Online]. Available at:
https://kids.britannica.com/kids/article/Oliver-Tambo/602278 [Accessed 13 June 2023]
Flekkøy, M.G. and Kaufman, N.H., 1997. The participation rights of the child: Rights and
responsibilities in family and society (Vol. 4). Jessica Kingsley Publishers.
Killen, R. 2016. Teaching Strategies for Quality Teaching and Learning. 2nd Edition. Cape Town:
JUTA.
Madikwa, Z., 2007. Tambo, Oliver Reginald Kaizana OR Tambo: Teacher, lawyer and freedom
fighter. Biography, 30(2), pp.296-297.
Revs, I.J.M.R., 2016. Eurocentric and Afrocentric views on the origin of philosophy. Int. J. Modn.
Res. Revs, 4(12), pp.1431-1434.
Youth Village. 2022. 15 Things you don’t know about Oliver Tambo. [Online] Available at:
https://youthvillage.co.za/2013/10/15-things-didnt-know-oliver-tambo/ [Accessed 14
June 2023].